Doveston, M. and Keenaghan, M. (2010) Teachers and educational psychologists working together: what can we learn? Support for Learning. 25(3), pp. 131-137. 0268-2141.
- Information
Information
Abstract:
During 2008–2009, the authors worked with a focus group of educational psychologists and teachers to develop resources to enable educational psychologists, tutors working in ITT and CPD and teachers to use an approach we call ‘Growing Talent for Inclusion’ (GTI) in schools and other learning contexts. The aim of our approach is to promote more effective interpersonal relationships by identifying what is already working in the class rather than focusing on the difficulties and problems. The GTI process is based on collaborative consultation, appreciative inquiry and solution focused thinking. This article will report on the perceptions, experiences and reflections of teachers and educational psychologists who piloted and evaluated a consultation framework to support teacher colleagues in identifying priorities for emotional and social skill development in their class and to monitor and evaluate progress towards desired behaviours using solution focused rating scales. Implications for initial teacher training and continuing professional development are considered.
Uncontrolled Keywords:
Consultation, appreciative inquiry, solution focused thinking, teachers, educational psychologists
Subjects:
Creators:
Doveston, M. and Keenaghan, M.
Publisher:
Wiley
Faculties, Divisions and Institutes:
University Faculties, Divisions and Research Centres - OLD > Research Centre > Centre for Special Needs Education and Research
University Faculties, Divisions and Research Centres - OLD > Faculty of Education & Humanities
University Faculties, Divisions and Research Centres - OLD > Faculty of Education & Humanities > Special Education Needs and Inclusion
Faculties > Faculty of Education & Humanities > Special Education Needs and Inclusion
University Faculties, Divisions and Research Centres - OLD > Research Centre > Centre for Education and Research
Research Centres > Centre for Education and Research
University Faculties, Divisions and Research Centres - OLD > Faculty of Education & Humanities
University Faculties, Divisions and Research Centres - OLD > Faculty of Education & Humanities > Special Education Needs and Inclusion
Faculties > Faculty of Education & Humanities > Special Education Needs and Inclusion
University Faculties, Divisions and Research Centres - OLD > Research Centre > Centre for Education and Research
Research Centres > Centre for Education and Research
Date:
5 August 2010
Date Type:
Publication
Page Range:
pp. 131-137
Journal or Publication Title:
Support for Learning
Volume:
25
Number:
3
Language:
English
ISSN:
0268-2141
Status:
Published / Disseminated
Refereed:
Yes
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